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Information And Communication Technology In The Classroom

1030 words - 5 pages

The ease of access to information today, as enabled by technologies, has flattened the structure of learning and institutions. It has created opportunities for new inquiry practices where students learn from sources on the web, from peers and with members of the community, and are engaged in purposeful, active knowledge creation. Advances in mobile technology and a proliferation of digital social networks open up new possibilities for teaching and learning. Our youths are exposed to new information and communications technologies (ICT) at home and in school. From merely being consumers to becoming ‘prosumers’, from limited roles to participation in knowledge-generating communities that are ...view middle of the document...

They included areas such as students’ ownership of ICT devices and their incidence of use in school and at home. Interclass correlations (ICC) for mathematics and science scores were calculated and findings reflected that 62% of variability in science scores and 67% of variability in mathematics scores is explained by the variability across schools. This suggested a significant difference in student achievement amongst schools. Hierarchical linear modeling was then conducted to analyse the effect of ICT on students’ achievement. At each step of the model, technology-related variables were included starting from level 1 (socio-economic status, technology scores,), level 2 (confidence in using computers, ICT use at home,), and level 3 (ratio of computers in school, school size).
Findings reflected that in addition to the technology scores, students’ confidence in using computers and their accessibility to ICT at home were significant predictors of achievement in Mathematics and Science (p>0.05). It was also found that students who were exposed to ICT outside of school time scored better in both subjects than if they were exposed to ICT in school. This was attributed to the lack of ICT integration into T&L in Turkish schools where students’ access to computers is relatively low (Askar & Olkun, 2005). While this study indicated a positive relationship between the use of ICT and students’ achievement in PISA, it fails to account for the ways in which computers are used at home and in school that could affect students’ achievement. Factors such as teachers’ instruction to complement the use of the computer, purpose for the use of the computer at home, and amount of time spent on ICT in school and at home, could result in different findings. It is hence simplistic for the authors to attribute the positive academic performance to the amount of time spent with the computer at home. This assumes that the time was well spent learning and retrieving information that led to improved academic performance. Another drawback of the study is the profile of its sample, and its limitation to two subjects. The impact of ICT on students’ performance in other...

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